Civics in Action Curriculum Map,



|Civics in Action Curriculum Map, |

|Unit 1: What Does it Mean to be an American? |

| | September 6-October 5 (full year course) |

|Essential Question: |What are the rights and responsibilities of a citizen? What does it mean to be an American? |

|Outcomes: |1. Students will build a community among the members of their class; they will identify, explore, discuss, debate, and take positions on responsibilities and |

| |characteristics that are critical to a civil, democratic community, society, and classroom. |

| |2. Students will understand what it means to be an American and a citizen. |

| |General: Students will: a. understand the purpose and scope of the course; b. understand and use the structure of the textbook to build meaning; c. take notes by |

| |marking up text; d. begin to construct their Civics in Action Interactive Notebook. |

|Key Concepts: |Demographics (1.1) |Culture (1.2) |Equal |Patriotism (2.4) |Jury of Peers (3.2) |

|Each concept is followed in |Diversity (1.1) |Immigrant (1.2) |Opportunity (1.3) |Democracy (2.4) |Common Good (3.2) |

|parentheses with the chapter and |Exclusion Laws (1.2) |The American Dream (1.3) |Freedom (1.3) |Forms/Roles of |Political Candidate |

|section in the textbook Civics: |American Mosaic (1.2) |The American Ideal (1.3) |Justice (1.3) |Government (2.4) |(3.2) |

|Government and Economics in Action |Melting Pot (1.2) |The Imperfect Society (1.3) |Values (1.3) |Citizen (3.1) |Rights, Duties, Roles, |

|in which it appears. |Discrimination (1.2) | | |Representative (3.1) |Responsibilities of Citizens (3.2,|

| |Census (1.2) | | |The Rule of Law (3.2) |3.3) |

|Assessments/ Products: |Students will: |

| |write a narrative or expository paper that makes a connection b/w one of the following characteristics and its importance in building a classroom community: respect, |

| |responsibility, fairness, caring, courage, diligence, integrity, citizenship. |

| |demonstrate an understanding of the key concepts, reference particular details to support their ideas about them. |

| |make daily Civics in Action Notebook entries, including daily notes, summaries, and personal responses that help them think about, visualize, and remember important |

| |content and ideas they’re studying (see this course guide). |

|Other Materials/ Resources/ |Classroom Compact & Community: In Search of Character videos (Live Wire); Trust-Building/Ice Breaker Exercises (Civics in Action binder)*; Creating a Tolerant, |

|Activities*: |Cooperative Classroom (from History Alive! Engaging All Learners in the Diverse Classroom) |

| |Choices In Little Rock: Part I, Identity |

| | |

*Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map, |

|Unit 2: Vote! |

| |October 9-November 6 (full-year course) |

|Essential Question: |How does my vote matter in a democracy? |

|Outcomes: |1. Students will distinguish between the various political party views and beliefs along the political spectrum. |

| |2. Students will describe the internal and external influences on the decision making process of an informed voter. |

| |3. Students will evaluate the importance of a citizen’s vote. |

|Key Concepts: Each concept is |Political Party (22.1) |Liberal (22.2) |Congressional District (8.1) |General election (23.1) | |

|followed in parentheses with the |Platform (22.1) |Moderate (22.2) |Interest Groups (8.1) |Registration (23.1) | |

|chapter and section in the textbook |Democrat (22.2) |Conservative (22.2) | |Propaganda (23.2) | |

|Civics: Government and Economics in |Republican (22.2) | | |Bias (23.2) | |

|Action in which it appears. |Third party (22.2) | | |Campaign (23.3) | |

| |Independent voter (22.2) | | |Electors (23.3) | |

|Assessments/ Products: |Students will: |

| |successfully complete a compare/contrast essay or oral presentation on two individuals’ or groups’ positions, actions, and motivations regarding a selected issue, and |

| |include his/her/their own position or a compromise position that might be suitable to both individuals or groups |

| |successfully complete discussions and debates using the protocols and rubrics found in the course guide; teacher/student selected topic; see the topics available in |

| |the Prentice Hall materials (below) |

| |make daily Civics in Action Notebook entries |

| |demonstrate an understanding of the key concepts, reference particular details to support their ideas about them. |

|Other Materials/ Resources/ |Prentice Hall Election Kit: Election 2004; Civics Alive: Kids Voting |

|Activities*: |Discussions/Debates/Simulations: Campaign Contributions, National Conventions, Campaign Finance Reform, Law and the Real World (p. 617), Issues in the Law, (Poll |

| |Taxes and Voting Rights) |

| | |

| | |

| | |

* Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map, |

|Unit 3: The Constitution |

| |November 7-January 11 (full-year course) |

|Essential Question: |How are shared powers essential to a constitutional democracy? |

|Outcomes: |1. Students will understand how the Constitution is the foundation of American constitutional democracy. |

| |2. Students will differentiate between the roles, responsibilities, and functions of the three branches of the federal government. |

| |3. Students will analyze the principles of a limited government. |

|Key Concepts: Each concept is |Direct Democracy (4.2) |Amendments (5.3) |Congress (8.2) |Presidential Powers (9.3) |Federal Courts (10.1) |

|followed in parentheses with the |Republic (4.2) |Supremacy of the Constitution |Veto (8.3) |Executive |State Courts (10.1) |

|chapter and section in the textbook |Natural Rights (4.2) |(5.3) |How a bill becomes law (general |Departments (9.2) |Jurisdiction (10.1) |

|Civics: Government and Economics in |Separation of Powers (4.2) |Federalism (5.3, 11.1, |understanding of relationship b/w|Cabinet (9.2) |Appeal (10.1) |

|Action in which it appears. |Preamble: The Goals of Our |12.3 optional) |the legislative and executive | |Precedent (10.1) |

| |Constitution (5.3) |Checks & Balances (5.3) |branches) | |Supreme Court (10.3) |

| |3 Branches of |Impeach (5.3) |(8.3) | |Judicial Review (10.3) |

| |Government (5.3) |States’ Rights (6.2) | | |Judicial Activism vs. Restraint |

| | | | | |(10.3) |

| | | | | | |

|Assessments/ Products: |Students will: |

| |complete a multi-media presentation on a topic related to the roles, responsibilities, and functions of the federal government or one of its branches. |

| |successfully complete discussions and debates using the protocols and rubrics found in the course guide; teacher/student selected topic; see the topics available in |

| |the Prentice Hall materials. |

| |make daily Civics in Action Notebook entries. |

| |demonstrate an understanding of the key concepts, reference particular details to support their ideas about them. |

|Other Materials/ Resources/ |Constitutional Study Guide (pp. 38-42, 54-58), Interpreting Political Cartoons (pp. 7-8), We the People (Constitutional Rights Foundation) |

|Activities*: |Discussions/Debates/Simulations: Government Regulation of the Internet, Term Limits for Justices, Law and the Real World (p. 268), Simulations & Debates, Issues in the|

| |Law, (Legal Issues and the Internet) |

*Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map, |

|Unit 4: The Bill of Rights and Beyond |

| |January 14-February 15 (full-year course) |

|Essential Question: |When should the Constitution be changed? |

|Outcomes: |1. Students will increase understanding of how the Constitution and the Bill of Rights adapt with the ongoing development of constitutional democracy in America. |

| |2. Students will identify, take a position on, and respond to issues that are important to them and the implementation of constitutional democracy in America. |

| |3. Students will identify positions, actions, and motivations of people or groups with differing points of view on the same issue and justify their own position on |

| |the issue. |

|Key Concepts: Each concept is |Bill of Rights (6) |The Constitution as an enduring, |Suffrage (7.1) | | |

|followed in parentheses with the |Amendment Process (6.1) |adapting document (7.1-2) |Equal Protection (7.2) | | |

|chapter and section in the textbook |rights with limits (6.3) | |Segregation (7.2) | | |

|Civics: Government and Economics in | | |Affirmative Action (7.2) | | |

|Action in which it appears. | | | | | |

|Assessments/ Products: |Students will: |

| |complete a persuasive letter to a political figure expressing a position on a current events issue discussed and debated during the month; or |

| |write an essay about one of the issues identified as important to the ongoing development of constitutional democracy and defend their own point of view. |

| |make daily Civics in Action Notebook entries. |

| |demonstrate an understanding of the key concepts, reference particular details to support their ideas about them. |

|Other Materials/ Resources/ |Constitutional Study Guide (pp. 43-51; 59-75), Interpreting Political Cartoons (p. 9) |

|Activities: |Discussions/Debates/Simulations: English-The Nation’s Official Language?; Affirmative Action, Goss v. Lopez (Due Process): Constitutional Study Guide, Santa Fe v. Doe |

| |(First Amendment Rights): the Death Penalty, Hazelwood School District (Freedom of Press): Constitutional Study Guide, New Jersey v. TLO (Search & Seizure): |

| |Constitutional Study Guide; Law and the Real World (p. 169) |

| |It’s Yours: The Bill of Rights; The Constitution and Bill of Rights; We the People (Constitutional Rights Foundation) |

*Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map, |

|Unit 5: Choices In Little Rock |

| |February 25 –April 18 (full-year course) |

|Essential Question: |How do the choices people make, individually and collectively, shape a society? |

|Outcomes: |Students will increase their understanding of the fundamental underpinnings of American constitutional democracy including the roles, responsibilities, and functions |

| |of the three branches of the federal government. |

| |Students will identify, take a position on, and respond to issues of importance to them regarding the structure, operations, and conduct of the federal government. |

| |Students will examine the role of the individual in society. |

|Key Concepts: Each concept is |identity (1.1) |segregation (2.1) |bystander (3.1) |“a nation in which laws, not men,| “product of my day and time”|

|followed in parentheses with the |stereotype (1.2) |Plessy v. Ferguson: “separate but |perpetrator (3.1) |are supreme” (3.2) |(3.5) |

|Part and Lesson in the Choices |prejudice (1.3) |equal” (2.2) |ally (3.1) |power of the press/ role of the |moderate (3.5) |

|curriculum in which it appears. |discrimination (1.3) |Brown v. Board of Education: |victim (3.1) |media (3.3) |legacy (5) |

| |race (1.4) |desegregation “with all deliberate|federalism (Faubus v. Eisenhower) |nonviolence (3.4) |“self-segregation” (5) |

| |the only race is the human |speed” (2.4) |(3.2) |responsibility of a “good |“All men are created equal” |

| |race (1.4) |precedent (2.4) |supremacy of the Constitution: “the |citizen” in a democracy (3.5) |the power and consequences of|

| |race as social invention (1.4)|integration (2.4) |highest law of the land” (3.2) | |choice |

| |racism (1.4) | |mob rule (3.2) | | |

| | | |Executive Order (3.2) | | |

|Assessments/ Products: |Students will: |

| |Complete a “legacy project” from the Choices in Little Rock curriculum |

| |successfully conduct discussions, debates, and the array of activities included in the Choices in Little Rock curriculum |

| |make daily Civics in Action Notebook entries |

| |demonstrate an understanding of the key concepts; reference particular details to support their ideas about them. |

|Other Materials/ Resources/ |Teachers must complete training through Facing History and Ourselves in order to receive materials described in the Choices curriculum. See Civics Course Guide for |

|Activities*: |History PD schedule. |

| |FHAO Library Videos: Eye of the Storm; The Road to Brown, Section 2: “Plessy & the Era of Jim Crow”; The Second American Revolution; Eyes on the Prize : “Fighting |

| |Back” |

| |Internet: splcenter.rg/crm/memorial.jsp and |

|Civics in Action Curriculum Map, Unit 6: |

|The American Legal System |

| |April 28-May 16 (full-year course) |

|Essential Question: |Does the American Legal System effectively balance the responsibility of protecting both society and the rights of the accused? |

|Outcomes: |Develop an understanding of the American Legal System. |

| |Students will identify, take a position on, and respond to issues important to the American legal system. |

|Key Concepts: Each concept is |Civil Law (19.1-3) | | | | |

|followed in parentheses with the |Criminal Law (19.3) | | | | |

|chapter and section in the textbook |The types and causes of crime (19.3, 20.1-2) | | | | |

|Civics: Government and Economics in |Juvenile Justice System (20.3) | | | | |

|Action in which it appears. | | | | | |

|Assessments/ Products: |Students will: |

| |conduct a formal debate (see debate protocol in this course guide) on an issue related to adolescents and the law |

| |make daily Civics in Action Notebook entries |

| |demonstrate an understanding of the key concepts; reference particular details to support their ideas about them. |

|Other Materials/ Resources/ |Discussions/Debates/Simulations: Trying Juveniles as Adults; Simulations & Debates, Issues in the Law, (DNA Databases), Unit 7: Mock Trial |

|Activities*: | |

| | |

* Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map, Unit 7: |

|The U.S. and the World |

| |May 19-June 20 (full-year course) |

|Essential Question: |Has US foreign policy met its goal of promoting world peace? |

|Outcomes: |Develop an understanding of the relationship of the United States to other nations and world affairs. |

| |2. Students will identify, take a position on, and respond to issues of importance to them regarding U.S. international affairs. |

| | |

|Key Concepts: Each concept is |Foreign Policy (24.1) |Diplomacy (24.1) | | | |

|followed in parentheses with the |World Peace (24.1) |Foreign Aid (24.1) | | | |

|chapter and section in the textbook |World Trade (24.1) |Sanctions (24.1) | | | |

|Civics: Government and Economics in |Human Rights (24.1) |Intelligence(24.1) | | | |

|Action in which it appears. |World Democracy(24.1) |National Security (24.2) | | | |

| | | | | | |

|Assessments/ Products: |Students will: |

| |write a persuasive essay regarding a current events issue of importance to U.S. international affairs |

| |make daily Civics in Action Notebook entries |

| |understand the key concepts; reference particular details to support their ideas about them. |

| |successfully complete the BPS citywide Civics in Action end-of-course assessment |

|Other Materials/ Resources/ |Discussions/Debates/Simulations: Planning Board Simulation, Social Services for Illegal Immigrants, Promoting Democracy and Human Rights Overseas, National Security |

|Activities*: |Council Simulation, Nation-Building Efforts Debate; Simulations & Debates, Issues in the Law, (International Justice) |

| | |

* Teachers should select the combination of activities that will work best for them in helping students meet the outcomes and complete the assessments.

|Civics in Action Curriculum Map: |

|Civic Action Project |

| |Implement throughout the course |

|Essential Question: |What is my responsibility as a member of my community? |

|Outcomes: |1. Students will identify and conduct research on a school or community need or problem. |

| |2. Students will plan a civic action project to respond to the need or problem in some constructive manner. |

| |3. Students will bring their civic action project to conclusion for public presentation. |

| |4. Students will recognize and demonstrate how they fulfilled their roles and responsibilities as members of a community. |

|Key Concepts: | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Assessments/ Products: |Students will: |

| |Complete one large or two smaller civic action projects which respond to a community need or problem. |

| |Reflect on their experience through a portfolio and/or public presentation. |

|Other Materials/ Resources/ |Simulations and Debates (Teacher Resource, Civics: Government and Economics in Action, Prentice Hall)* |

|Activities*: |Active Citizen Projects (Teacher Resource, Civics: Government and Economics in Action, Prentice Hall)* |

| |Debate, Letter-Writing and other protocols and rubrics in the BPS Civics In Action Course Guide |

| |World-Wide Web: “google” any local, national, or international issue for extensive background materials |

| |The Kid’s Guide to Social Action, Barbara A. Lewis (see more information below)* |

| |We the People…Project Citizen (Center for Civic Education) |

| |7. Violence in the Schools (Center for Civic Education) |

| |8. City Youth: Education and Community Action (Constitutional Rights Foundation) |

| | |

| |* All of these resources include links to many other resources related to particular Civic Action Projects. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download